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ERIC Number: ED256118
Record Type: RIE
Publication Date: 1985-Feb
Pages: 22
Abstractor: N/A
Reference Count: 0
Teaching Spelling to the Learning Disabled Using Traditional and Remedial Approaches: A Workshop.
Weisberg, Phyllis G.
The paper reviews the history in the United States of spelling instruction, noting the multisensory approach advocated in Colonial times, the advent of the whole-word method in the 1840's, and more recent controversies, such as the one engendered by the generalization approach. Factors involved in spelling disabilities are cited. Analysis of current spelling performance for Individualized Education Programs focuses on four skills: (1) readiness for formal spelling instruction, (2) general spelling level, (3) types of spelling errors, and (4) abilities to proofread, use phonics, and use the dictionary. Intervention methods supported by the research are cited, including the test-study-test method, self-correction, and spelling games. Additional suggestions for helping students with their spelling include weekly instruction, peer tutors, and parent involvement. A five-page bibliography is included. (CL)
Publication Type: Speeches/Meeting Papers; Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference of the Association for Children and Adults with Learning Disabilities (22nd, San Francisco, CA, February 20-23, 1985).